Kindergarten
1:35-2:15
Ruth Christiansen
Kelly Breen
Emma Mighan Unit 2 Reading: Learning About Books
Timeframe: October 26 - November 25
Essential Learning: Making Text-Self Connections
Proficiency: Students will know that a text-self connection is when a story reminds them of something in their lives and will be able to complete a sentence frame orally. (i.e. When _ happened in the story, it reminded me of _.)
Pre-Assessment: To be administered on Friday, October 16.
Use: When Sophie Gets Angry, Really Really Angry
Say: "I'm going to read you a story called When Sophie Gets Angry, Really Really Angry. Afterwards, I will ask you some questions."
Questions:
1. Tell me what a text to self connection is.
2. What did this story remind you of?
Post-Assessment:
Noisy Nora
1. What is a text-self connection?
2. When _ happened in the story, it reminded me of _
Date
Step 1
Collect & Chart Data
Step 2
Analyze Strengths
& Obstacles
Step 3
Establish Goals:
Set, Review, Revise
Step 4
Select
Instructional Strategies
Step 5
Determine
Results Indicators
Next Steps
Ruth 64
Kelly 50
How we asked students to define text-self connection was an obstacle.
Liked sharing ideas to try. Seeing what works and what doesn't. Trying different books and seeing what books were effective.
11/17
Looked at anecdotal notes and class checklists
Students were able to make text-self connections in a simple text.
Ruth: Named their favorite part versus making a connection.
Kelly: Could make a connection to the candy.
Ruth:
Kelly:
Text selection is critical!
Print the pictures from the book.
Use the visual scaffold of the text and the person.
Use of physical movement.
Sentence frame. (It reminded me...)
Definition: Repetition: "reminds"
Administer post assessment. Debrief the data team process. Begin Step A with an upcoming unit.
11/10
Hard copies of connecting to Timothy Goes to School and The Snowy Day.
Trying to retell the whole story got in the way of making a connection.
Refined the definition of proficiency with a revised sentence frame.
Focus on ONE event in the story that reminded you of something. Utilize photocopies of the book's pages, children's photos, and the two-column graphic organizer.
Utilize a student checklist and record oral text-self connections and anecdotal notes.
Bring checklist/anecdotal notes to the next meeting.
11/3
Lesson 5: Modeling making text-self connections while implanting vocabulary. "Story ladder w/ visuals." Kinesthetic connection to the visuals.
Small group and whole time: connect with character ed.
Make text-self connections with pictures.
Use "Let's Talk about It" to make connections.
Drawing a text-self connection and write "This reminds me of..."
Pull Peter's Chair; Snowy Day from the book room.
Bring the evidence from lesson 5.
10/20
This story reminds me of..."
Results are charted on a separate sheet.
Obstacles: Vocabulary: text to self connection; this story reminds me of; listening to the story; making a connection to the story vs. recalling the story.
Strengths: a few students made a connection to their own lives
Ruth:
0%-54% on 11/20.
Kelly 0%-67%
Emma
0%-38%
Select and name instructional strategies you will use in your instruction and collect data to show what worked for your students. Bring the data to our next conversation in two weeks.
10/13
Revisited unit 1 data to gain clarity around essential learning. Changed "retell" or "main idea" to "listening to a story." Talked about how to make a visual representation of our essential learnings. Talked about how to consider sentence frames for our work.
Administer and score pre-assessment. Consider steps 1, 2, & 3 of the data team process. Plan strategies to introduce unit.
10/6
Finalized pre-assessment.
(See above)
Administer pre-assessment
on Friday, October 16. Score
pre-assessment
according to the Marzano rubric.
Record strengths and obstacles as
anecdotal notes.
Bring Unit 1 materials to discuss at our
next meeting.
1:35-2:15
Ruth Christiansen
Kelly Breen
Emma Mighan
Unit 2 Reading: Learning About Books
Timeframe: October 26 - November 25
Essential Learning: Making Text-Self Connections
Proficiency: Students will know that a text-self connection is when a story reminds them of something in their lives and will be able to complete a sentence frame orally. (i.e. When _ happened in the story, it reminded me of _.)
Pre-Assessment: To be administered on Friday, October 16.
Use: When Sophie Gets Angry, Really Really Angry
Say: "I'm going to read you a story called When Sophie Gets Angry, Really Really Angry. Afterwards, I will ask you some questions."
Questions:
1. Tell me what a text to self connection is.
2. What did this story remind you of?
Post-Assessment:
Noisy Nora
1. What is a text-self connection?
2. When _ happened in the story, it reminded me of _
Collect & Chart Data
Analyze Strengths
& Obstacles
Establish Goals:
Set, Review, Revise
Select
Instructional Strategies
Determine
Results Indicators
Kelly 50
Liked sharing ideas to try. Seeing what works and what doesn't. Trying different books and seeing what books were effective.
Ruth: Named their favorite part versus making a connection.
Kelly: Could make a connection to the candy.
Kelly:
Print the pictures from the book.
Use the visual scaffold of the text and the person.
Use of physical movement.
Sentence frame. (It reminded me...)
Definition: Repetition: "reminds"
Small group and whole time: connect with character ed.
Make text-self connections with pictures.
Use "Let's Talk about It" to make connections.
Bring the evidence from lesson 5.
Results are charted on a separate sheet.
Strengths: a few students made a connection to their own lives
0%-54% on 11/20.
Kelly 0%-67%
Emma
0%-38%
(See above)
on Friday, October 16. Score
pre-assessment
according to the Marzano rubric.
Record strengths and obstacles as
anecdotal notes.
Bring Unit 1 materials to discuss at our
next meeting.